(2009). The Rehabilitation Paradox: Street-Working Children in Afghanistan. Diaspora, Indigenous, and Minority Education, v3 n1 p4-20 Jan. International humanitarian intervention in Afghanistan reflects a policy discourse of "rehabilitation," which is very evident in relation to nongovernmental organization (NGO) projects for street-working children. Through analysing national and international policy, professional perceptions of the children, and field visits to see how policy relates to practice in NGO projects in Kabul, this article argues that the discourse is a "rehabilitation paradox." The international goal is to return "minority" children, who are numerically the majority, to a "mainstream," which is either mythical or a transient international elite. John Gray argues that Western utopianism explains the misguided nature of recent international military interventions, and this article extends that argument to rehabilitation. Without a concept of rehabilitation, "intervention" can be an act of wanton destruction. Policymakers need to be aware of how education can… [Direct]
(2015). Unsettling Binary Thinking: Tracing an Analytic Trajectory of the Place of Indigenous Musical Knowledge in the Academy. Action, Criticism, and Theory for Music Education, v14 n2 p54-84 Aug. Six years ago, I wrote a composition about the state of indigenous music in the academy with an accompanying research paper. In this work, I attempted to trace the presence of indigenous music in the institution both musically and through an anti-colonial lens. The writing was structured around three musical snapshots entitled Subjugation, Cognitive Dissonance, and Recognition that represented what I saw as the present and future trajectory of indigenous musical knowledges in the academy. The accompanying paper wrestled theoretically with the same concepts the music represented. At the time, I was ambivalent about the work, but did not have a sophisticated enough theoretical understanding to articulate the reasons. Presently, I better understand my discomfort with the work. In this paper, I reflect on my binary thinking of six years ago, the changes in my thinking, the reasons for those changes, and my analysis of these issues presently…. [PDF]
(2018). Preparing Teachers for Diversity: A Literature Review and Implications from Community-Based Teacher Education. Higher Education Studies, v8 n1 p9-17. This study reviewed current issues in preparing qualified teachers for increasing diverse student populations in the U.S. and in other multicultural and multiethnic countries. Based on the framework of community-based and multicultural teacher education, this literature review paper analyzed issues and problems existed in the current curriculum, content, and practicum in traditional teacher education programs in addressing cultural knowledge and competence of preparing pre-service teachers in a multicultural society. Drawing from implications from community-based teacher education, this paper proposed several suggested strategies to reform traditional teacher education programs to meet the needs from multicultural and multiracial student populations and instructional context…. [PDF]
(2018). Impacts of a Holistic Place-Based Community Internship on Participant Interest in Science and Conservation Pathways. Journal of STEM Outreach, v1 n1. Educational approaches that provide meaningful, relevant opportunities for place-based learning have been shown to be effective models for engaging indigenous students in science. The Laulima A?Ike Pono (LAIP) collaboration was developed to create a place-based inclusive learning environment for engaging local community members, especially Native Hawaiians and Pacific Islanders, in scientific research at a historically significant ancient Hawaiian fishpond. The LAIP internship focused on problem-solving activities that were culturally relevant to provide a holistic STEM research experience. The 3-year program was successful in engaging a high proportion of native Hawaiian and other underrepresented minority participants. Interns reported high levels of increased interest, understanding, and competency in several areas of environmental and field science. The program also influenced interest and participation in natural science, environmental studies, resource management, and community… [PDF]
(2017). Values of Local Wisdom: A Potential to Develop an Assessment and Remedial. International Journal of Evaluation and Research in Education, v6 n1 p71-78 Mar. Development assessment and remedial needs to be done because it is an important part of a learning process. This study aimed to describe the ability of student teachers of biology in developing assessment and remedial based on local wisdom. using a quasi-experimental research methods with quantitative descriptive analysis techniques. The research sample each as much as 13 groups. Data collected by the non-test data dipeloreh of documents or reports assignments students are given a score based on the indicators are divided into several aspects Penialain, results showed that the ability of the students in developing assessment categories with an average score of 62, 23. The ability of student groups in developing remedial included in the category enough with an average score of 64.31. The highest average score for the assessment is on the aspects of integration of local wisdom values of 71.92 and the lowest score on the aspect of validity assessment amounting to 56.92. The highest… [PDF]
(2016). Pushing the Entrepreneurial Prodigy: Canadian Aboriginal Entrepreneurship Education Initiatives. Critical Studies in Education, v57 n3 p358-375. Globally, neoliberal education policy touts youth entrepreneurship education as a solution for staggering youth unemployment, a means to bolster economically depressed regions, and solution to the ill-defined changing marketplace. Many jurisdictions have emphasized a need for K-12 entrepreneurial education for the general population, and targeted to youth labeled "at risk." The Martin Aboriginal Education Initiative's Aboriginal Youth Entrepreneurship Program (AYEP) has been enacted across Canada. This paper applies critical discourse analysis to a corpus of texts, exposing how colonial practices, deficit discourse, and discursive neoliberalism are embedded and perpetuated though entrepreneurial education targeted at Aboriginal students via AYEP…. [Direct]
(2016). Developing Equity for Pasifika Learners within a New Zealand Context: Attending to Culture and Values. New Zealand Journal of Educational Studies, v51 n2 p197-209 Nov. Many Pasifika students start their schooling fluent in their own language and with a rich background of knowledge and experiences. However, very quickly they join high numbers of Pasifika students failing within the education system. The reasons are diverse but many link directly to the structural inequities they encounter which cause a disconnect (and dismissal) of their cultural values, understandings, and experiences. In this article we share the findings across multiple studies of the role that language, family, and respectful relationships hold as enablers or barriers to Pasifika students' access to education. We illustrate that when educators consider the language and culture of Pasifika students and explicitly establish respectful and reciprocal relationships with the students and their family, learning is enhanced and their cultural identity positively affirmed…. [Direct]
(2021). Diversifying Minnesota's Educator Workforce: A Series of Research Briefs. Region 10 Comprehensive Center Leaders across the state of Minnesota and nation proclaim to want to diversify the educator workforce. However, the reality nationwide is that less than 20% of teachers who teach a student population that is at least 51% students of color are teachers of color (Ingersoll et al., 2018). What follows are a number of research briefs organized around a theory of action for diversifying the educator workforce. Each of the components of this theory of action is supported by a brief that overviews the literature and evidenced based practices. These briefs are intended to help leaders at the local, state, and national levels not only confirm the necessity, the 'Why', of diversifying the educator workforce, but also to begin to gain a better understanding of the 'How'…. [PDF]
(2020). Indigenous and Non-Indigenous Students in Remote Locations: A National Neglect. Education and Society, v38 n2 p5-20 Dec. This research examines national data and investigates the nature of provincial education in Australia, with a particular focus on students attending schools in isolated areas. Numerous government reports and research findings have acknowledged a range of issues regarding the academic performance of students from "rural" to describe the nature of educational research undertaken in non- metropolitan Australia as inadequate, and not reflective of the way schools are classified by government agencies…. [Direct]
(2020). "Gethok Tular" as the Leadership Strategy of School Principals to Strengthen Multi-Stakeholder Forum Role in Improving the Quality of One-Roof Schools in Remote Areas in Indonesia. SAGE Open, v10 n2 Apr-Jun. This study aimed at finding an effective leadership strategy carried out by one-roof school principals in remote areas. This study was conducted qualitatively with a multi-site approach. The data were obtained from the school principals as key informants and focus group discussion (FGD) involving all school principals, Indonesian Institute of Education Innovation Training and Consultant (LPKIPI), education staff, school supervisors, and stakeholders as the participants and resource persons. Findings suggested that (a) the problems encountered by one-roof school principals in the remote areas were significantly related to culture, economy, demography, geography, and historical aspects, (b) the characteristics of success of school principals in remote areas include a clear vision, high-spirit performance, "andhab asor" (low profile), active involvement in various social activities, strong motivation for continuous learning, open to feedback, having commitment to cooperate… [Direct]
(2018). Decolonial Possibilities in South African Higher Education: Reconfiguring Humanising Pedagogies as/with Decolonising Pedagogies. South African Journal of Education, v38 n4 Article 1699 Nov. This article is an attempt to bring theoretical concepts offered by decolonial theories into conversation with 'humanising pedagogy.' The question that drives this analysis is: What are the links between humanisation and the decolonisation of higher education, and what does this imply for pedagogical praxis? This intervention offers valuable insights that reconfigure humanising pedagogy in relation to the decolonial project of social transformation, yet one that does not disavow the challenges–namely, the complexities, tensions and paradoxes–residing therein. The article discusses three approaches to the decolonisation of higher education that have been proposed and suggests that if the desired reform is radical, educators within the sector in South Africa will need to interrogate the pedagogical practices emerging from Eurocentric knowledge approaches by drawing on and twisting these very practices. These efforts can provide spaces to enact decolonial pedagogies that reclaim… [PDF]
(2018). Producing Relevant Medical Education through Community-Engaged Scholarship. FIRE: Forum for International Research in Education, v4 n3 p151-168. Some African higher education institutions (HEIs) were founded on the notion that they would serve the specific needs of African communities. Other HEIs have borrowed the concept of community-engaged scholarship (CES) from the USA as a strategy for achieving relevance. Nonetheless, African HEIs continue to be criticized as imitators of Western universities. Drawing on Bhabha's (1985, 1994) concepts of "hybridity" and "resistance", this paper explores Malawian faculty members' perspectives on how they use CES as a strategy to make medical higher education relevant to their academic work. This study draws from postcolonial theory to show that faculty use CES to interpret truth claims around medical knowledge production and comply with the demands of a relevant and engaged university. The study also shows the complexities and paradoxes characterizing the ways in which academics strive to include subjugated knowledge or forge collaborations in higher education in… [PDF]
(2018). Environmental Education in Southern Africa: A Case Study of a Secondary School in the Okavango Delta of Botswana. Environmental Education Research, v24 n7 p1000-1016. This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education in southern Africa. The study found that teachers sought to integrate environmental education into the curriculum through lessons that included references to local place names and local flora and fauna, lessons addressing issues related to environmental resource management in the region, and the acknowledgment and celebration of traditional lifestyle activities in the schools. The study also found that efforts to integrate environmental education into the curriculum were limited by a lack of educational resources needed to support these endeavors as well as a lack of adequate teacher training promoting this educational goal. The results… [Direct]
(2018). Tofa liuliu ma le tofa saili a ta'ita'i Pasefika: Listening to the Voices of Pasifika Community Leaders. New Zealand Journal of Educational Studies, v53 n2 p177-192 Nov. The kaupapa on raising engagement and achievement of Pasifika students motivates Pasifika leaders, families and Pasifika communities to work alongside school leaders, teachers and educators. Pasifika leaders are driven by their aspirations for all Pasifika students to be successful in education and life-long learning. This article explores the voices of nine Pasifika leaders living within New Zealand and what they perceive are critical issues for advancing outcomes in a culturally responsive practices and understandings. The research uses a Pasifika methodology, known as Talanoa that affords a culturally suitable situation for the researcher and research participants to talk in a spontaneous manner about whatever arises. The research investigation found seven key concepts: Strengthening culturally responsive leadership; Pasifika 'heart'; Deep knowledge of Pasifika cultural world views; Provision of quality teaching and learning; Strengthening community engagement and partnership;… [Direct]
(2018). Neoliberalism, Education Policy and the Life of the Academic: A Poetics of Pedagogical Resistance. Policy Futures in Education, v16 n7 p918-930 Oct. The papers in this special issue on the spaces of pedagogy speak to the failures of neoliberal thinking when applied to education. Their pedagogical critique of neoliberalism contributes to a considerable body of work focused on challenging the driving discourses of education (or more accurately, school) systems. The source of the tensions between four decades of policy-supported educational marketization and the accompanying objections, rejections and warnings, require careful questioning in terms of what the very debate reveals about education, learning, school, pedagogy and so on. In this paper, these questions are asked in relation to neoliberal thinking about indigeneity, knowledge and the individual. The idea of what to do, how to approach things differently, draws together these critiques of neoliberalism in higher education. The purpose of this paper is to amplify the collective critique of neoliberalism. Analyses and challenges to educational relationships that deploy… [Direct]